By Michael Hauge

For greater than 20 years, Writing Screenplays That promote has been hailed because the such a lot entire consultant on hand at the paintings, craft, and enterprise of writing for video clips and tv. Now totally revised and up-to-date to mirror the newest developments and scripts, Hollywood tale professional and script advisor Michael Hauge walks readers via each step of writing and promoting profitable screenplays. in the event you learn just one ebook at the screenwriter's craft, this has to be the single.

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Additional info for Writing Screenplays That Sell: The Complete Guide to Turning Story Concepts into Movie and Television Deals (New Twentieth Anniversary Edition)

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What these findings do highlight, however, is the role of metacognition in successful listening, as discussed next. Key issue 4: The role of metacognition in successful listening Put simply, metacognition involves ‘cognition about cognition’, that is, thinking about thinking, but also control over one’s thinking. g. the learning-relevant properties of information or data’ (p. 232). , 2008). The passage (from a teaching resource, Authentik) described floods in France and one of the multiple choice questions asked listeners to identify what was the theme of the passage, choosing from four alternatives: (a) strikes; (b) riots; (c) floods; (d) snow storms.

Investigations into such relationships are rare in the literature but the few studies available suggest there are links between listening success and person-related factors. Looking at the relationship between L2 listening proficiency and language learning motivation in a group of adolescent learners of French in Canadian schools, Vandergrift (2005) found a negative correlation between language proficiency and amotivation (absence of motivation). In other words, the less motivated learners were to listen, the less well they listened.

In our view, AOs would probably only become prediction strategies used independently by learners if their benefits were outlined for learners by the teacher, and if learners evaluated whether using an AO was beneficial to their comprehension. They would probably also need to have some guided practice in using AOs, followed by reminders to use them, which would then be gradually faded out in order to lead to more independent use. In other words, they would need some instruction in their use, a theme we return to in Chapter 3.

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